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Meeting the Standards in Secondary English: A Guide to the ITT NC
by Michael Fleming Frank Hardman David Stevens John WilliamsonMeeting the Standards in Secondary English provides detailed subject knowledge, including the detailed pedagogical knowledge needed to teach English in secondary schools, support activities for work in schools and self-study and information on professional development for secondary schools.This practical, comprehensive and accessible book should prove invaluable for students on secondary initial teacher training courses, PGCE students, lecturers on English programmes and newly qualified secondary teachers.
Meeting the Standards in Secondary English: A Guide to the ITT NC
by Michael Fleming Frank Hardman David Stevens John WilliamsonMeeting the Standards in Secondary English provides detailed subject knowledge, including the detailed pedagogical knowledge needed to teach English in secondary schools, support activities for work in schools and self-study and information on professional development for secondary schools.This practical, comprehensive and accessible book should prove invaluable for students on secondary initial teacher training courses, PGCE students, lecturers on English programmes and newly qualified secondary teachers.
Meeting the Standards in Secondary Science: A Guide to the ITT NC
by Lynn D. NewtonThis practical, comprehensive and accessible book will prove invaluable for students on secondary initial teacher training courses, PGCE students, lecturers on science education programmes and newly qualified secondary teachers.It provides: the pedagogical knowledge needed to teach science in secondary schools support activities for work in schools and self-study information on professional development for secondary teachers.
Meeting the Standards in Secondary Science: A Guide to the ITT NC
by Lynn D. NewtonThis practical, comprehensive and accessible book will prove invaluable for students on secondary initial teacher training courses, PGCE students, lecturers on science education programmes and newly qualified secondary teachers.It provides: the pedagogical knowledge needed to teach science in secondary schools support activities for work in schools and self-study information on professional development for secondary teachers.
Meeting the Standards in Using ICT for Secondary Teaching: A Guide to the ITTNC
by Steve KennewellThis book explains how Information and Communications technology (ICT) has the potential to make a real improvement to teaching and learning across the curriculum in secondary schools. It illustrates a wide variety of ways in which ICT can be used to enhance learning, offering a fresh burst of inspiration for the busy secondary school teacher.The author takes a structured approach, ensuring that the reader is guided progressively through all the material in order to achieve the required standards for achieving Qualified Teacher Status, and also to continue their development in ICT to an advanced level. This book usefully:* analyzes all the common ICT tools and explains how teachers of each subject in the National Curriculum can exploit these tools for effective learning* explores how people can learn with ICT, how their skills develop, and how these skills can aid their learning* provides a framework for planning, analysing and evaluating teaching with ICT* offers a range of innovative tasks, resources and methods of assessment.
Meeting the Standards in Using ICT for Secondary Teaching: A Guide to the ITTNC
by Steve KennewellThis book explains how Information and Communications technology (ICT) has the potential to make a real improvement to teaching and learning across the curriculum in secondary schools. It illustrates a wide variety of ways in which ICT can be used to enhance learning, offering a fresh burst of inspiration for the busy secondary school teacher.The author takes a structured approach, ensuring that the reader is guided progressively through all the material in order to achieve the required standards for achieving Qualified Teacher Status, and also to continue their development in ICT to an advanced level. This book usefully:* analyzes all the common ICT tools and explains how teachers of each subject in the National Curriculum can exploit these tools for effective learning* explores how people can learn with ICT, how their skills develop, and how these skills can aid their learning* provides a framework for planning, analysing and evaluating teaching with ICT* offers a range of innovative tasks, resources and methods of assessment.
Meg and the Romans
by Jan PienkowskiMeg and Mog meet a new friend - a Roman who is in need of help! But will Meg's spell get him to London? Find out in this colourful new adventure and find out more about what Romans were really like...The Meg and Mog books have been entertaining children for nearly forty-five years; with their vibrant and unique artwork - they are perfect for sharing together, reading alone, and exploring the colours, shapes and characters in the pictures.
The Mega-Complicated Crushes of Lottie Brooks (Lottie Brooks #3)
by Katie KirbyLottie Brooks is BACK for more extremely embarrassing adventures as she goes on holiday and gets her very first boyfriend!THINGS THAT ARE RUBBISH IN MY LIFE:· Have the most disgusting little brother in the entire world· Have to get braces when am on the brink of having my first kiss· Mum is making cottage pie for dinner. VOM.Finally summer has arrived and Lottie has BIG plans - scrolling through Instagram, dreaming about MEGA-crush Daniel and sunbathing by the pool on their family holiday to France.Then Lottie meets new CRUSH Antoine. The language is a tiny bit of a barrier but does it matter when he's THAT good looking?Readers LOVE Lottie Brooks:My daughter couldn't put it down and read it in 2 days. Read at breakfast, walking downstairs, tea time, in the bath. My 9-year-old daughter devoured it in two nights, and all I could hear from her was giggling and the occasional "Mum! Listen to this! This is SO me!".My 12 year old reluctant reader took this book, read 100 pages in one night and proclaimed it 'the best book ever'Katie has managed to capture the essence of what this group think and feel in a positive, life-affirming fashion.
Mega-Schools, Technology and Teachers: Achieving Education for All (Open and Flexible Learning Series)
by Sir John DanielEducation for All (EFA) has been a top priority for governments and intergovernmental development agencies for the last twenty years. So far the global EFA movement has placed its principal focus on providing quality universal primary education (UPE) for all children by 2015. The latest addition to The Open and Flexible Learning series, this book addresses the new challenges created by both the successes and the failures of the UPE campaign. This book advocates new approaches for providing access to secondary education for today’s rapidly growing population of children and young adults and examines: the creation and expansion of Mega-Schools, which combine distance learning and community support and have a proven track record of increasing access at scale how to prepare the ten-million new teachers that are required to achieve Education for All by 2015 by focusing on classroom-based in-service training strategies for using technology to scale up distance education cost-effectively the creation of a twenty-first century educational ecosystem that integrates open schooling and teacher education with communities and their school systems successful examples of open schools and teacher education programmes operating at scale around the world. Readers will be delighted to find that Sir John Daniel, bestselling Routledge author of Mega Universities and Knowledge Media, delivers another insightful and practical book on educational technology. Mega-Schools, Technology and Teachers will be of interest to all who are concerned by the central educational challenge of our times: providing secondary education to tens of millions of young people around the world.
Mega-Schools, Technology and Teachers: Achieving Education for All (Open and Flexible Learning Series)
by Sir John DanielEducation for All (EFA) has been a top priority for governments and intergovernmental development agencies for the last twenty years. So far the global EFA movement has placed its principal focus on providing quality universal primary education (UPE) for all children by 2015. The latest addition to The Open and Flexible Learning series, this book addresses the new challenges created by both the successes and the failures of the UPE campaign. This book advocates new approaches for providing access to secondary education for today’s rapidly growing population of children and young adults and examines: the creation and expansion of Mega-Schools, which combine distance learning and community support and have a proven track record of increasing access at scale how to prepare the ten-million new teachers that are required to achieve Education for All by 2015 by focusing on classroom-based in-service training strategies for using technology to scale up distance education cost-effectively the creation of a twenty-first century educational ecosystem that integrates open schooling and teacher education with communities and their school systems successful examples of open schools and teacher education programmes operating at scale around the world. Readers will be delighted to find that Sir John Daniel, bestselling Routledge author of Mega Universities and Knowledge Media, delivers another insightful and practical book on educational technology. Mega-Schools, Technology and Teachers will be of interest to all who are concerned by the central educational challenge of our times: providing secondary education to tens of millions of young people around the world.
Mega Sleepover 1 (The Sleepover Club)
by Rose ImpeyJoin the Sleepover Club: Frankie, Kenny, Felicity, Rosie and Lyndsey, five girls who want to have fun – but who always end up in mischief!
Mega Sleepover 2 (The Sleepover Club #Vol. 2)
by Rose Impey Narinder DhamiJoin the Sleepover Club: Frankie, Kenny, Felicity, Rosie and Lyndsey, five girls who want to have fun – but who always end up in mischief!
Mega Sleepover 3 (The Sleepover Club)
by Lorna Read Fiona Cummings Narinder DhamiJoin the Sleepover Club: Frankie, Kenny, Felicity, Rosie and Lyndsey, five girls who want to have fun – but who always end up in mischief!
Mega Sleepover 4 (The Sleepover Club)
by Fiona Cummings Narinder DhamiJoin the Sleepover Club: Frankie, Kenny, Felicity, Rosie and Lyndsey, five girls who want to have fun – but who always end up in mischief!
Mega Sleepover 5 (The Sleepover Club #Vol. 5)
by Louis Catt Fiona CummingsJoin the Sleepover Club: Frankie, Kenny, Felicity, Rosie and Lyndsey, five girls who want to have fun – but who always end up in mischief!
Mega Sleepover 6: Winter Collection (The Sleepover Club)
by Sue Mongredien Fiona CummingsJoin the Sleepover Club: Frankie, Kenny, Felicity, Rosie and Lyndsey, five girls who want to have fun – but who always end up in mischief!
Mega Sleepover 7: Summer Collection (The Sleepover Club)
by Narinder Dhami Angie BatesJoin the Sleepover Club: Frankie, Kenny, Felicity, Rosie and Lyndsey, five girls who want to have fun – but who always end up in mischief!
Mega-universities and Knowledge Media
by Daniel, John (Vice Chancellor, Open University)A discussion of how the knowledge media can contribute to the renewal of universities, particularly through the development of distance education. It looks at universities which have risen to the challenges of cost and accessibility using technology.
Mega-universities and Knowledge Media
by Daniel, John (Vice Chancellor, Open University)A discussion of how the knowledge media can contribute to the renewal of universities, particularly through the development of distance education. It looks at universities which have risen to the challenges of cost and accessibility using technology.
Megamonster
by David WalliamsThe new children’s book from No. 1 bestselling author David Walliams – a timeless adventure illustrated by artistic genius, Tony Ross.
Mehrsprachige Vorstellungsentwicklungsprozesse: Lernprozessstudie zum Anteilskonzept bei deutsch-türkischen Lernenden (Dortmunder Beiträge zur Entwicklung und Erforschung des Mathematikunterrichts #42)
by Taha Ertuğrul KuzuTaha Ertuğrul Kuzu untersucht Formen und Funktionen der Aktivierung mehrsprachiger Ressourcen im Rahmen mathematischer Verstehensprozesse im vorrangig monolingualen deutschen Schulkontext. Dazu kombiniert er in einem interdisziplinären Forschungszugriff mathematikdidaktische und linguistische Perspektiven auf die Mehrsprachigkeit, um in qualitativen Fallanalysen individuelle Lernpfade und Sprachnutzungsmuster zu rekonstruieren. Als zentrale Erkenntnis zeigt der Autor, dass sich die mehrsprachigen Ressourcen der Lernenden sukzessive vernetzen und im Lernprozess wichtige Funktionen, wie die Schaffung von konzeptueller Multiperspektivität sowie der Konsolidierung von Vorstellungen, einnehmen.
Mehrsprachigkeit in der Frühpädagogik: Subjektive Theorien von Eltern und Kitafachkräften vor dem Hintergrund migrationsgesellschaftlicher Ordnungen (Pädagogik)
by Janne BrabandMehrsprachigkeit gehört heute unbestreitbar zum Alltag in der Frühpädagogik. Dennoch ist Sprachbildung, die als Voraussetzung für Bildungserfolg gilt, häufig auf die Förderung schulreifer Deutschkenntnisse beschränkt. Über die Tiefendimensionen von Mehrsprachigkeit - gerade aus Sicht der Eltern - ist indes wenig bekannt. Janne Braband rekonstruiert die subjektiven Theorien von Eltern und Kitafachkräften über mehrsprachiges Aufwachsen in einem qualitativen Forschungsdesign. Die Ergebnisse beleuchten u.a. die Wirkmächtigkeit migrationsgesellschaftlicher Ordnungen und geben Anhaltspunkte für einen Umgang mit sprachlicher Vielfalt jenseits einer Defizitperspektive.
Mehrsprachigkeit, Sprachkompetenz und Schulerfolg: Kontexteinflüsse auf die schulsprachliche Entwicklung Ein- und Mehrsprachiger
by Jeannine KhanJeannine Khan beleuchtet den Einfluss unterstützender Maßnahmen der Kontexte Elternhaus, Unterricht und Schule auf die schulsprachliche Entwicklung ein- und mehrsprachiger Schülerinnen und Schüler der 5. bis 9. Klasse. Die Autorin untersucht, wie sich individuelle Hintergrundmerkmale, die Klassenzusammensetzung und verschiedene Unterstützungsmaßnahmen auf die Entwicklung im Lesen, Schreiben und Hörverstehen auswirken, wobei sie differenziert analysiert, ob sich für ein- und mehrsprachige Schülerinnen und Schüler unterschiedliche Einflussmuster zeigen. Sie gibt einen umfassenden Forschungsüberblick und leitet – basierend auf den Ergebnissen der eigenen Untersuchung – mögliche Fördermaßnahmen für mehrsprachige Schülerinnen und Schüler für das Elternhaus, die Schule und den Unterricht ab.
Mehrsprachigkeit und Akteur*innenschaft: Eine ethnographische Fallstudie zu Kindern als Akteur*innen in der Grundschule (Inklusion und Bildung in Migrationsgesellschaften)
by Jessica DlugajAusgehend von dem Befund, dass migrationsbedingte Mehrsprachigkeit zwar ein zentrales Thema der Erziehungswissenschaft darstellt, aber gleichzeitig wenig über die konkrete sprachliche Praxis mehrsprachiger Kinder in der Schule bekannt ist, widmet sich diese Fallstudie den sprachlichen Praktiken und Aushandlungen von Kindern an einer Grundschule. Dabei wird auf Basis einer ethnographischen Herangehensweise und unter Hinzunahme eines praxistheoretischen Agency-Konzeptes gezeigt, unter welchen Bedingungen es zur sprachlichen Handlungsfähigkeit von Kindern kommt und wie differenziert sich die mehrsprachige Situation von Kindern im Kontext von Migration im Feld Schule gestaltet.
Mehrsprachigkeit und Literalität in der Kindertagesstätte: Frühe sprachliche Bildung in einem von Migration geprägten Stadtviertel (Inklusion und Bildung in Migrationsgesellschaften)
by Evamaria ZettlEvamaria Zettl untersucht sprachliche Bildung im Alltag einer Kita in einem von Migration und Marginalisierung geprägten Stadtviertel. In ihrer ethnographischen, praxis- und performativitätstheoretisch orientierten Studie fokussiert sie die Aspekte Mehrsprachigkeit und Literalität. Im Umgang mit Mehrsprachigkeit arbeitet die Autorin heraus, wie und warum ein Spannungsfeld zwischen dem Verbieten und Wertschätzen von Familiensprachen besteht. In Bezug auf Literalität analysiert sie Praktiken der Buch- und Schriftkultur unter den Aspekten ihrer räumlichen und personellen Verankerung im Kita-Alltag.